Thursday, December 13, 2012

This is such an interesting job...Michele
www.indeed.com/viewjob?jk=1a1e360dc21b2527&q=K-12+curriculum+developer&l=new+York&tk=17e7esr67069g5er&from=ja&alid=b64cbf1fbf21a8d9&utm_source=jobseeker_emails&utm_medium=email&utm_campaign=job_alerts

Tuesday, December 11, 2012

REQUEST FOR QUALIFICATIONS

I.WHO WE
ARE

SER Metro Detroit, Jobs for Progress, Inc. is
a not-for-profit employment and training organization.Its mission
is to promote economic self-sufficiency and upward mobility among low-income
community residents through employment and training services.SER
is headquartered in the Southwest neighborhood of Detroit but operates some
programs that serve residents from across the city of Detroit and Wayne
County.SER operates multiple employment and training programs
that seek to meet the needs of both job seekers and employers.

This includes the newly developed Career
Bridge of Metro Detroit initiative that seeks to assist low-skilled, low-income
community residents in improving their basic literacy and numeracy skills so
they may access college-level occupational training program in demand fields
such as Advanced Manufacturing and Energy Efficiency/Heating, Ventilation, and
Air Conditioning (HVAC).

II.DESIRED SCOPE OF
SERVICES

SER is in the process of developing
a Bridge program in the Advanced Manufacturing and Energy Efficiency/HVAC
sectors.Bridge programs are defined as those that include the
following key elements: contextualized instruction (basic reading, math, and
language skills and industry/occupation knowledge); career development (career
exploration and planning; understanding the world of work); and transition
services (case management, financial and personal supports, tutoring).These programs have been proven successful in breaking down the obstacles
that have long kept low-literacy adults from getting ahead economically.They are more effective than traditional adult education programs in
quickly improving the basic skill levels of adults and assisting learners in
transitioning to occupational training and employment along a career
pathway.

SER is seeking the services of one
or more contractors to develop two contextualized basic skills curricula by
February 15th, 2013.One curriculum will be
taught in the context of careers in the manufacturing field and the other in the
context of careers in the energy efficiency/HVAC field.Both
should assist students in improving reading comprehension, writing and math
skills while exposing them to concepts, practices and knowledge of the
associated industry sector(s) in an integrated fashion.The
ultimate goal of the curriculum is to prepare students to achieve the college
entrance exam scores they need to place into occupational training programs; the
contextualized basic skills training will “bridge” them into college.

Contextualized teaching and learning
integrates several key instruction techniques; “according to contextualized
learning theory, learning occurs only when students (learners) process new
information or knowledge in such a way that it makes sense to them in their own
frames of reference (their own inner worlds of memory, experience, and
response).”[1]Contextualized instruction uses the following approaches:[2]

New concepts are presented in
real-life situations;

Concepts are presented in the
context of their use;

New concepts are presented in the
context of what the student already knows;

Examples and exercises include many
real, believable problem-solving situations that students can recognize as being
important to their current or possible future lives;

Integrates knowledge of the
manufacturing field into lesson plans and also utilizes the teaching approaches
summarized above.

Targets learners below the
9th grade level in reading and/or math and effectively prepares them
to enroll into an occupational training program that requires a 10th
grade level in reading and math (TABE Reading score of 10.0 and TABE Math score
of 10.0)

Can be taught in an intensive,
full-time schedule over the course of 8 to 10 weeks, not exceeding 275 hours of
instruction.

Integrates knowledge of the energy
efficiency/HVAC field into lesson plans and also utilizes the teaching
approaches summarized above.

Targets learners below the
12th grade level in math and effectively prepares them to enroll into
an occupational training program that requires a 12th grade level in
math (TABE Math score of 12.9) and an understanding of advanced algebra and
geometry.

Can be taught in an intensive,
full-time schedule over the course of 8 to 10 weeks or a part-time schedule over
the course of 14 to 16 weeks, not exceeding 275 hours of
instruction.

Work with instructors or
professionals from the manufacturing or HVAC/energy efficiency fields to develop
the industry content of the curriculum, or possess that knowledge
themselves.

Prepare a curriculum that includes a
syllabus, proposed class schedule, daily lesson plans, exercises and worksheets
for students, and other learning materials.

Goals of SER’s Bridge
programs:

To improve the employment prospects
of lower-skilled, low-income job seekers

To equip individuals with the basic
literacy and math skills they need to achieve college entrance exam scores that
are required to access occupational training at the college level

To assist job seekers in completing
an occupational training program that leads to a credential or certificate
recognized by employers

To maintain high rates of retention
and completion through the program, which is far likelier with a contextualized
basic skills curriculum

To expand SER’s successful Nursing
Bridge program to other occupations and sectors

Eligibility Requirements for Facilitator:

Ability to make the commitment to
the timeframe identified above.

Ability to receive and respond to
email and to access the Internet through a reliable means.

Required Qualifications for Facilitator:

1)In-depth
knowledge of curriculum development

2)Familiarity with and experience in
developing a contextualized curriculum

Preferred Qualifications for Facilitator:

3)Past experience
developing curricula that have been used successfully by other organizations and
ability to document this success.

Submission Requirements:

Applicants must submit the items listed below via email to
Michelle Rafferty, Director of Research and Development, SER Metro Detroit at MRafferty@SERMetro.orgby Friday,
December 28th, 2012 at 5p EST.

1.Proposal
addressing the following (three-page limit):

oWhy are
you interested in this project?

oWhat in
your background makes you a strong candidate for this position?

oSummary
of your experience as related to the list of qualifications for the position and
the scope of services (please address all qualifications listed)

2.Current
resume.

3.A budget
for this work. Please specify whether the budget is for one curriculum or both
curricula.

4.Three (3)
references from individuals who can attest to your suitability for the
tasks.

5.A sample
curriculum outline developed by the applicant that is similar to that required
for this project.

III.AWARD OF CONTRACT

This request for qualifications does not
commit SER Metro Detroit, Jobs for Progress, Inc. to award a contract or to pay
costs incurred in the preparation of a proposal in response to this request. SER
reserves the right to accept or reject any or all proposals received as a result
of this request, or to cancel any or all of this Request for Qualifications, if
it is considered in the best interest of SER. SER may require the proposer
selected for various projects to participate in negotiations, and to submit to
such price, technical or other information as may be needed to finalize a
particular engagement for services.

IV.CONTACT FOR FURTHER
INFORMATION

For further
information about this RFQ, contact Michelle Rafferty, Director of Research and
Development, SER Metro Detroit, Jobs for Progress, Inc., at MRafferty@SERMetro.org

REQUEST FOR QUALIFICATIONS

I.WHO WE
ARE

Central States SER, Jobs for
Progress, Inc. is a not-for-profit employment and training organization.Its mission is to promote economic self-sufficiency and upward mobility
among low-income community residents through employment and training
services.SER is headquartered in the Little Village neighborhood
of Chicago, with two other locations in near-West Chicago and suburban
Chicago.SER operates multiple healthcare programs that seek to
meet the needs of both job seekers and employers.

This includes a newly developed
Dental Assistant Bridge program that seeks to assist low-skilled, low-income
community residents in improving their basic literacy and numeracy skills so
they may access a college-level occupational training program to become employed
as a Dental Assistant.

II.DESIRED SCOPE OF
SERVICES

SER is in the process of developing
a Bridge program in the dental sector.Bridge programs are defined
as those that include the following key elements: contextualized instruction
(basic reading, math, and language skills and industry/occupation knowledge);
career development (career exploration and planning; understanding the world of
work); and transition services (case management, financial and personal
supports, tutoring).These programs have been proven successful in
breaking down the obstacles that have long kept low-literacy adults from getting
ahead economically.They are more effective than traditional adult
education programs in quickly improving the basic skill levels of adults and
assisting learners in transitioning to occupational training and employment
along a career pathway.

SER is seeking the services of a
contractor to develop a contextualized basic skills curriculum by February
15th, 2013.This curriculum will be taught in the
context of careers in the dental field.It should assist students
in improving reading comprehension, writing and math skills while exposing them
to concepts, practices and knowledge of the dental field in an integrated
fashion.The ultimate goal of the curriculum is to prepare
students to achieve the college entrance exam scores they need to place into
occupational training programs; the contextualized basic skills training will
“bridge” them into college.

Contextualized teaching and learning
integrates several key instruction techniques; “according to contextualized
learning theory, learning occurs only when students (learners) process new
information or knowledge in such a way that it makes sense to them in their own
frames of reference (their own inner worlds of memory, experience, and
response).”[1]Contextualized instruction uses the following approaches:[2]

New concepts are presented in
real-life situations;

Concepts are presented in the
context of their use;

New concepts are presented in the
context of what the student already knows;

Examples and exercises include many
real, believable problem-solving situations that students can recognize as being
important to their current or possible future lives;

Students are expected to participate
regularly in interactive groups where sharing, communicating, and responding to
the important concepts and decision-making occur;

Lessons, exercises, and labs improve
students’ written and oral communication skills in addition to reading and
mathematical achievement.

SER is seeking a contractor who can
develop this curriculum.Specifically, the Contractor
will:

Create a contextualized basic skills
curriculum that:

Integrates knowledge of the dental
field into lesson plans and also utilizes the teaching approaches summarized
above.

Targets learners below the
9th grade level in reading and/or math and effectively prepares them
to enroll into an occupational training program that requires a 10th
grade level in reading and/or math (TABE scores of 10.0)

Can be taught in an intensive,
full-time schedule over the course of 8 to 10 weeks, not exceeding 275 hours of
instruction.

Work with instructors or
professionals from the dental field to develop the industry content of the
curriculum, or possess that knowledge themselves.

Prepare a curriculum that includes a
syllabus, proposed class schedule, daily lesson plans, exercises and worksheets
for students, and other learning materials.

Goals of SER’s Dental Assistant
Bridge program:

To improve the employment prospects
of low-skilled, low-income job seekers

To equip individuals with the basic
literacy and math skills they need to achieve college entrance exam scores that
are required to access occupational training at the college level

To assist job seekers in completing
an occupational training program that leads to a credential or certificate
recognized by employers

To maintain high rates of retention
and completion through the program, which is far likelier with a contextualized
basic skills curriculum

To expand SER’s successful Nursing
Bridge program to other occupations and sectors

Eligibility Requirements for Facilitator:

Ability to make the commitment to
the timeframe identified above.

Ability to receive and respond to
email and to access the Internet through a reliable means.

Required Qualifications for Facilitator:

1)In-depth
knowledge of curriculum development

2)Familiarity with and experience in
developing a contextualized curriculum

6)Master’s
degree in Education or a related field, or bachelor’s degree combined with
significant experience

Preferred Qualifications for Facilitator:

1)Knowledge
of workforce development issues, trends, needs, etc.

2)Knowledge
of the dental field

3)Past experience
developing curricula that have been used successfully by other organizations and
ability to document this success.

Submission Requirements:

Applicants must submit the items listed below via email to
Elizabeth Masching, Coordinator of Healthcare Employment at Central States SER
at EMasching@CentralStatesSER.orgby Friday, December 28th, 2012 at 5p CST.

1.Proposal
addressing the following (three-page limit):

oWhy are
you interested in this project?

oWhat in
your background makes you a strong candidate for this position?

oSummary
of your experience as related to the list of qualifications for the position and
the scope of services (please address all qualifications listed)

2.Current
resume.

3.A budget
for this work.

4.Three (3)
references from individuals who can attest to your suitability for the
tasks.

5.A sample
curriculum outline developed by the applicant that is similar to that required
for this project.

III.AWARD OF CONTRACT

This
request for qualifications does not commit Central States SER, Jobs for
Progress, Inc. to award a contract or to pay costs incurred in the preparation
of a proposal in response to this request. SER reserves the right to accept or
reject any or all proposals received as a result of this request, or to cancel
any or all of this Request for Qualifications, if it is considered in the best
interest of SER. SER may require the proposer selected for various projects to
participate in negotiations, and to submit to such price, technical or other
information as may be needed to finalize a particular engagement for
services.

IV.CONTACT FOR FURTHER
INFORMATION

For further
information about this RFQ, contact Michelle Rafferty, Director of Research and
Development, Central States SER, Jobs for Progress, Inc., at MRafferty@CentralStatesSER.org

Wednesday, December 5, 2012

I would have done this myself if not for the specific request for deep knowledge of U.S. History....not a terrible rate either (but we all know this stuff takes longer)
http://www.idealist.org/view/job/f99SbxxCMZMD/

Tuesday, December 4, 2012

Q2A/ Bill Smith is actively recruiting freelance K-12 ELA writers and
editors (especially those with digital experience) for several projects,
both current and upcoming. We are also seeking freelance Gr. 3-6 Math
writers and editors for a teachers manuals project. Please contact me at
pedro.urbina@qbslearning.com if you're interested or would like to
recommend someone else.

Their website lists the following information about Freelance work:

Freelance Opportunities

We welcome résumés and projects lists from
freelance writers, editors, copyeditors, proofreaders, fact-checkers,
designers, project managers, image researchers, and indexers with at
least five years of experience in educational publishing for K–12 or
higher education.

Description:Seeking a Lead Development Editor for a 1st edition intro-level college Health & Wellness textbook being developed for a major publisher in the higher education market. Responsible for vetting, training, and coaching authors and editors, creating and implementing editorial guidelines, managing authors and editors, evaluating input from SME reviews, and collaborating with Lead Author on revision plans. Must have extensive experience as supervising/managing editor and deep knowledge of higher ed textbook markets, preferably in related field.